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Enhancing students’ outcomes in gatekeeper engineering courses through Technology-Assisted Supplemental Instruction (TASI)

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

NSF Grantees Poster Session

Page Count

8

Permanent URL

https://peer.asee.org/41920

Download Count

74

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Paper Authors

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Jessica Perez California State Polytechnic University, Pomona

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Faye Wachs California State Polytechnic University, Pomona

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Brooke Jones

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Brooke recently graduated from California Polytechnic University, Pomona with a psychology degree. She is continuing her education in an educational psychology Master's program.

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Deanna Miranda Barrios

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Masters In Social Work

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Lily Gossage California State Polytechnic University, Pomona

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Lily Gossage (Director, Maximizing Engineering Potential: Center for Gender, Diversity & Student Excellence, College of Engineering/Cal Poly Pomona) provides management-level oversight for development, strategic planning, recruitment/retention of minority, women, first-generation, low-income, adult-returning students. She is advisor for American Indian Science & Engineering Society, National Society of Black Engineers, Society of Women Engineers. As a seasoned grant writer, her composition skills help her procure funding for engineering student success. With 22 years in higher education, she developed academic interventions for addressing low-completion rate engineering courses, mandatory tutoring, early identification/monitored success programs. Experienced in K-12 outreach, she developed a unique residential program serving homeless girls/mothers. Outreach/recruitment efforts for low-income communities and narrowing the opportunity gap for minority students are at the heart of her advocacy.

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Harmony Nguyen California State Polytechnic University, Pomona

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I am a recent graduate of Cal Poly Pomona. My research focuses on educational innovation with a particular focus on underrepresented minorities in engineering.

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Abstract

Tutoring is an intervention that universities implement to ease students’ adjustment to college courses and reduce achievement disparities. Several studies indicate that tutoring helps students develop their identities as learners and provides a sense of belonging at their institutions. While many programs focus on freshman, this program focus on upper-division students, something essential at a university with a high proportion of transfer students. This program focused on assisting students in gate-keeper engineering courses with high failure rates as part of a larger institution-wide HSI grant. Technology-Assisted Supplemental Instruction (TASI) is a peer-led tutoring service with the goal of persistence of students and student facilitators as measured by their academic performance and sense of belonging. Instead of the traditional one-to-one (one section for one SI) this study looks at using technology to service all sections of a class with one facilitator. Surveys were distributed to STEM students measuring their sense of belonging in their field and university, confidence in their abilities, and demographic information. In addition, data on academic outcomes and attendance for tutoring sessions were collected. Statistical analyses revealed that in three different versions of Statics courses, TASI was significant in impacting course grades between students who attended compared to those who did not attend. Also, when comparing TASI’s impact before the transition to online and after, TASI was statistically significant in two courses while online, indicating more students used the service during the pandemic. In the surveys, students reported a high sense of belonging in both their field of study and at the university yet, many students indicated facing challenges such as balancing life obligations, studying for exams, and completing course assignments. Additionally, surveys revealed that while students are confident in their abilities, when compared to their peers, their confidence decreased. TASI helped students better comprehend course material and provided them more accessible support. Providing students with resources such as TASI will help students feel more motivated to persist and obtain better grades. This assistance can reduce the complex challenges students face with their courses.

Perez, J., & Wachs, F., & Jones, B., & Miranda Barrios, D., & Gossage, L., & Nguyen, H. (2022, August), Enhancing students’ outcomes in gatekeeper engineering courses through Technology-Assisted Supplemental Instruction (TASI) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41920

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